Any teaching advice or tips?

[JasonRox]

I just got a TA position and I have to teach for one hour a week in a seminar room.

So, any tips?

I'm sure I'm fine at presenting. I've taken Drama Class and so I shouldn't be that nervous.

I'm going to go through the problems myself and solve them myself before going so that way I know everything about it. I have a solution manual to look through too.

[Cyrus]

Yeah, quit while you can! :wink:

[shmoe]

Make sure you know the material backwards and forwards. Mistakes on your first day and they'll lose confidence quickly. They can tell the difference between the TA asking "So does anyone have any suggestions on where to start problem" being asked to encourage class participation vs the TA being stumped. Something about smelling the fear in the TA's voice. They can smell fear. A good tip if you are stumped is to have a drink with you. Drink it to give time to think and relax. I recommend rum, or maybe a coke. Or a rum and coke.

You shouldn't use the solutions manual in class, again, loss of confidence. this shouldn't be a problem with adequate preparation, which you seem to have planned. You can show them you have supreme confidence in your abilities by bringing your solutions manual and lighting it on fire. They like fire.

A typical format for tutorials is having the TA answer problems that the students request. this is swell as long as your class is at least half alive and asks for enough problems to fill the hour, but it's a good idea to have something ready in case they just stare at you blankly. Alternatively, you can just stare back at them blankly for whatever time you have left. Next week they'll come with problems to keep "that crazy staring guy" from staring at them again. Or they might not come at all.

If the front of the room and blackboard is on a raised section of the room, like a 6" platform is common in some small classes, try not to fall off it. Seriously, try not to fall off it. I mean this. I wish someone had warned me about this.

[tribdog]

If the front of the room and blackboard is on a raised section of the room, like a 6" platform is common in some small classes, try not to fall off it. Seriously, try not to fall off it. I mean this. I wish someone had warned me about this.
I was going to warn him to check his zipper, teeth and nostrils. and make sure they are up, clean and empty.

[Gokul43201]

Jason, are you doing recitations?

Who are your students going to be? Your technique needs to be tuned to your target audience. The approach you use for math majors will not work with pre-med majors.

And skip the rum...not a good idea, if you ask me! :biggrin:

[JasonRox]

Well, I haven't talked to the professor yet, but I should be at the beginning of this week.

I have some pre-chosen examples the professor wants me to go through, and so on.

Yeah, I'm not going to use the solution manual. Only for correcting homework because I can't solve every problem there is. I have a life.

It was the class I wanted because I'm strong in it and I understand it. I could have taken things like Calculus, but I have my weak spots and I'll admit it. I'll probably do it next year though.

I'm actually not sure where the class is actually, but I'm sure it's not on a stage. :smile:

[shmoe]

Jason, are you doing recitations?

I've never heard of a university in Canada having recitations. We don't have mountain lions up here either :tongue:

Seriously, what to you consider to be a recitation as opposed to a tutorial? I've only heard the term recitation from grad students from the US and could never sort out if there was a difference.

And skip the rum...not a good idea, if you ask me! :biggrin:

Vodka then?

[shmoe]

I'm actually not sure where the class is actually, but I'm sure it's not on a stage. :smile:

A stage would be safer! It's the small platform thats only a few inches that's the problem. Very easy to forget it's there because you aren't that much higher off the ground.

The front of the room is filled with hazards you aren't even aware of as a student. Power cords for overheads are good to trip on. hard chalk exploding in your eyes. TV's in the upper corner of the room to bang your head on. Female students with googly eyes, plunging necklines, and ill fitting pants that don't cover their underwear. It's a good day if you don't have to be carried out on a stretcher.

[JasonRox]

A stage would be safer! It's the small platform thats only a few inches that's the problem. Very easy to forget it's there because you aren't that much higher off the ground.

The front of the room is filled with hazards you aren't even aware of as a student. Power cords for overheads are good to trip on. hard chalk exploding in your eyes. TV's in the upper corner of the room to bang your head on. Female students with googly eyes, plunging necklines, and ill fitting pants that don't cover their underwear. It's a good day if you don't have to be carried out on a stretcher.

Yeah, I can see the girls as being a problem. :devil:

[Gokul43201]

Seriously, what to you consider to be a recitation as opposed to a tutorial? I've only heard the term recitation from grad students from the US and could never sort out if there was a difference. I'm guessing it's the same thing.

I have some pre-chosen examples the professor wants me to go through, and so on. That's what we call a reciatation.

Vodka then?Canuks drink vodka?

[Moonbear]

Seriously, what to you consider to be a recitation as opposed to a tutorial? I've only heard the term recitation from grad students from the US and could never sort out if there was a difference.
A tutorial usually means one-on-one instruction. A recitation means a scheduled class to go over homework problems, or any other problems. The idea is that the lecture just includes presentation of the material to a huge class, and then the recitation goes over homework problems and answers student questions in a small class (maybe 20 students instead of 200). It's also where quizzes are given.

And...:rofl: about falling off a stage. I've never managed that one, and never thought to caution anyone about it. Though, apparently, when I was giving my proposal defense (we had to formally present our research proposal to the entire department for critique, not just our committee; I've never seen that done anywhere else), apparently my mentor thought I was going to fall off the stage...he said I kept walking so close to the edge, he was just sure I was going to walk right off. I guess he wasn't aware I had done a lot of performing in choirs, standing on tiny platforms and comfortable knowing where the edges are. :rofl:

I think the most difficult thing to learn when starting out teaching is to know when it's okay to just say, "You know, that's a really good question, and I don't know the answer. If you'd like, I can look into it further and let you know next class," and when you're going to look like a total idiot if you don't know the answer. But, yes, as Shmoe already stated, students can sense fear, so if you really are stumped, there comes a point where it's better to just admit it than to keep trying to bluff. It does nobody any good for you to keep going in circles with a problem, and they'll lose all respect if you waste their time that way. I had a TA like that, would just keep going and going, and we could see he was just looping back to earlier steps and going absolutely nowhere. For the most part, we stopped attending class and just showed up on the days when there were quizzes. There was really no point for us to be there when he had no idea what he was doing and wouldn't even admit he was stumped.

The other thing you'll want to learn to do is to explain the same point in several different ways. If you only know one way to explain it, when that doesn't make sense to a student, you need to be familiar enough with the idea to rephrase your explanation so they will get it. I'd suggest presenting the material for your first class or two to someone else, and let them ask questions, etc., and have them give you feedback. When I started out as a TA, we did this. All of the TAs for the course met once a week too, and actually did the labs we were teaching so we knew where there were likely to be glitches. If that's not an option, you could always ask someone else to just sit in on your class and give you feedback on what you could improve, because there's always something to improve. Even seasoned lecturers can use a little feedback from time to time to remind them of things they've begun to forget to pay attention to when giving a class.

[JasonRox]

I think the most difficult thing to learn when starting out teaching is to know when it's okay to just say, "You know, that's a really good question, and I don't know the answer. If you'd like, I can look into it further and let you know next class," and when you're going to look like a total idiot if you don't know the answer. But, yes, as Shmoe already stated, students can sense fear, so if you really are stumped, there comes a point where it's better to just admit it than to keep trying to bluff. It does nobody any good for you to keep going in circles with a problem, and they'll lose all respect if you waste their time that way. I had a TA like that, would just keep going and going, and we could see he was just looping back to earlier steps and going absolutely nowhere. For the most part, we stopped attending class and just showed up on the days when there were quizzes. There was really no point for us to be there when he had no idea what he was doing and wouldn't even admit he was stumped.

The other thing you'll want to learn to do is to explain the same point in several different ways. If you only know one way to explain it, when that doesn't make sense to a student, you need to be familiar enough with the idea to rephrase your explanation so they will get it. I'd suggest presenting the material for your first class or two to someone else, and let them ask questions, etc., and have them give you feedback. When I started out as a TA, we did this. All of the TAs for the course met once a week too, and actually did the labs we were teaching so we knew where there were likely to be glitches. If that's not an option, you could always ask someone else to just sit in on your class and give you feedback on what you could improve, because there's always something to improve. Even seasoned lecturers can use a little feedback from time to time to remind them of things they've begun to forget to pay attention to when giving a class.

Good points.

I've been stumped before when I tutored and I wasn't afraid to admit I didn't know. The students I tutored really liked me. One time, I didn't even apply to be a tutor and people called me. Friends told friends, and that was the story.

[Moonbear]

The front of the room is filled with hazards you aren't even aware of as a student. Power cords for overheads are good to trip on. hard chalk exploding in your eyes. TV's in the upper corner of the room to bang your head on. Female students with googly eyes, plunging necklines, and ill fitting pants that don't cover their underwear. It's a good day if you don't have to be carried out on a stretcher.
:rofl: I'm short, so I've actually been in classrooms with pull-down screens for the projector where I couldn't reach the handle! It's not a problem if there are chairs that move, but when it's a room with all the seats bolted in place, I've had to beg for help from a tall student to get the screen down. :rofl: Other things to check out in advance are where the light switches are if you will need to dim them to use a projector. If the room has a white board or black board that has any sort of motorized controls on it, or if there's a screen that hangs in front of the boards that's motorized, find out where the switches are and which is which (you'd be amazed at how many knobs, dials, switches, and assorted other controls there are in the front of some classrooms...you'd think you were sitting at mission control for NASA!). Also, if you're using a white board or chalk board, bring your own dry erase markers or chalk...NEVER count on there being any left for you. There's nothing like finding 10 dry erase markers left on the tray by the board, only to find out that every single one of them has gone dry, at which point the only thing to do is slit your wrists and write in blood. :uhh: ...or find the secretary who is the dry erase marker queen...you should know who that would be in advance too.

You just had no idea the perils of teaching that have absolutely nothing to do with the material you're presenting, did you?

[Gokul43201]

Good points.

I've been stumped before when I tutored and I wasn't afraid to admit I didn't know. The students I tutored really liked me. One time, I didn't even apply to be a tutor and people called me. Friends told friends, and that was the story.Doing a recitation for a class of 20 or so is a whole different ball (or puck) game that one-on-one tutoring. Be prepared for at least 10 pairs of totally blank eyes.

[JasonRox]

Doing a recitation for a class of 20 or so is a whole different ball (or puck) game that one-on-one tutoring. Be prepared for at least 10 pairs of totally blank eyes.

I never assumed that it was the same ball game. I just gave that as an example that I have admitted that I was stumped before.

I know another student who's a TA for another class and admitted he was stumped for half the questions. I wouldn't take a course if I was weak in it. I don't know, but I would consider that to be a very bad start, but who knows, I might get even WORSE!

Just playing. Should be lots of fun.

[shmoe]

If the room has a white board or black board that has any sort of motorized controls on it, or if there's a screen that hangs in front of the boards that's motorized, find out where the switches are and which is which (you'd be amazed at how many knobs, dials, switches, and assorted other controls there are in the front of some classrooms...you'd think you were sitting at mission control for NASA!).

At the other end of the spectrum are the poorly maintained ancient rooms. Swtiches that haven't performed any function for years. Overhead screens that take 5 minutes of coaxing to get them to go up 3 inches all the while threatening to fall off the ceiling and KO you. Flickering lights. Strange fan like noises starting and stopping for no apparent reason. Grumpy students in desks that are so small they won't even fit an 8.5 by 11 sheet of paper. Those bolted desks, but missing the entire desk parts, i.e. just some large bolts sticking up from the floor (or maybe enough of the desk is left behind to impale yourself on).

[JasonRox]

At the other end of the spectrum are the poorly maintained ancient rooms. Swtiches that haven't performed any function for years. Overhead screens that take 5 minutes of coaxing to get them to go up 3 inches all the while threatening to fall off the ceiling and KO you. Flickering lights. Strange fan like noises starting and stopping for no apparent reason.

I guess the challenge isn't teaching, but actually surviving! :surprised

It's no wonder that teachers/professors are the first ones out of the classroom!

[Moonbear]

I guess the challenge isn't teaching, but actually surviving! :surprised
:biggrin: Some days it sure seems that way.

And, I really do want to know who designed those desks that look like they're only 6" wide, and who decided it was a good idea to buy and install them in classrooms, because they both need to be clubbed repeatedly about the head.

On the topic of survival, one of the grad students just passed his qualifying exam this week. He commented, "At least it's finally over," and I responded, "No, it's just the beginning." He protested that a bit, and I explained further, "That was just the test to prove you're masochistic enough for us to let you keep going." :devil: I just had to share that, because the first day teaching can sometimes feel like that too.

[Integral]

I have scanned the thread and seen some excellent advise and some points that need to addressed.

I believe in your first post you commented that you would not do all of the problems,... That you had a life..

I guess you are not a grad student then? :biggrin:

In all seriousness... Do as many of the problems assigned to the students as you can. Should be easy for you, if they are not, then you REALLY need to do them.

When I ran into a rough spot in solving a problem, I would often take a seat along with the students, and attempt to solve the problem with them as if in a study session. This was a effort to draw them into a problem solving mode. It worked with some, not so well with others.

I did not catch what the class is you will be a TA for.
You did say it is not calculus.

Good luck

[Moonbear]

Another strategy to get the students interacting more, and to help them really learn, is to have them do some of the problems. If one person doesn't know how to do it, but someone else does, let them teach each other. But, you're still going to have to jump in on the ones that stump everyone, so make sure the hardest problems are ones you can readily solve.

If you're grading, and notice that a lot of people got a particular problem wrong, make sure to dedicate time in the next class going over that one. That is really what they'll want to know so they can understand their mistakes and get it right the next time...especially if the next time is on an exam.

If you notice they're confusing two different things frequently, then go through examples of them side-by-side so they can see where the differences are. That was actually something I was surprised nobody had thought to do before when I was TAing biology...of course that's different than math, but there were always a few organisms that were commonly confused because they looked pretty similar under a microscope, so I just got two slide projectors and put up pictures side-by-side and went through all the differences. I could just see that "aha" moment on a lot of the student's faces when I did this. But, for example, if there are two types of problems that get commonly confused, you might want to work them both out side-by-side on two boards in the room and point out why you solve one in one way, and the other a different way.

[tribdog]

better yet do both problems at the same time, one with your right hand and one with your left. that'll get the little bastard's attention.

[Gokul43201]

Another strategy to get the students interacting more, ...like this (http://www.youtube.com/watch?v=oSnnPwOSTgc)!

[JasonRox]

I have scanned the thread and seen some excellent advise and some points that need to addressed.

I believe in your first post you commented that you would not do all of the problems,... That you had a life..

I guess you are not a grad student then? :biggrin:

In all seriousness... Do as many of the problems assigned to the students as you can. Should be easy for you, if they are not, then you REALLY need to do them.

When I ran into a rough spot in solving a problem, I would often take a seat along with the students, and attempt to solve the problem with them as if in a study session. This was a effort to draw them into a problem solving mode. It worked with some, not so well with others.

I did not catch what the class is you will be a TA for.
You did say it is not calculus.

Good luck

I never mentionned what class I was TAing. :tongue2:

It's Linear Algebra for those that are curious. :approve:

I'll be solving plenty of problems, so don't get me wrong. I just don't want to do all of them. Why would I want to solve 4x4 matrices when I've already done them many times before? The only time I will do them is for the ones that are presented in class, but not for the homework. That's just silly.

I practically made my one Solution Manual for the course already. I did so many problems when I took the course that when assignments came around, I already did atleast half of it. I took this course just last year too.

[shmoe]

Another strategy to get the students interacting more, and to help them really learn, is to have them do some of the problems.

Yes!!! This was one of my alternates to staring blankly at them when they had no questions of their own. If they have no questions, I would assume this means they could answer all the problems so I would select students to teach me how to do the problems on the board. It was cruel when their reason for having no questions was not having attempted the homework, but they quickly learned to give the work a try before coming to tutorials. Having them teach each other is a good tactic on it's own too, you can sit in the back and drink while the class teaches itself. You can also sneak out the back quietly in case the student at the board falls victim to one of the many dangers at the front of the room.

The less cruel/creepy alternate when they stared blankly was to have examples ready to go. Usually something not directly from the homework, going on the hopefully assumption they had already completed the homework without trouble.

[JasonRox]

Another strategy to get the students interacting more, and to help them really learn, is to have them do some of the problems. If one person doesn't know how to do it, but someone else does, let them teach each other. But, you're still going to have to jump in on the ones that stump everyone, so make sure the hardest problems are ones you can readily solve.

I thought about this, but I doubt the professor will want this. I'm not sure. I haven't talked to her yet.

I do have a pretty big problem though. I decided that if a student has a question, they have to come up and explain it clearly or as best they can. I'm hearing impaired, so I have no choice in this regard.

I'd like to get the students doing the problems, but we will see. I was actually thinking of making my own problems so that they can't just look at the back of the book for a solution or a very similiar problem in the chapter. This should challenge them more.

[Gokul43201]

I never mentionned what class I was TAing. :tongue2:

It's Linear Algebra for those that are curious. :approve: Neat! I wish I could have taught only the curious students.

[Gokul43201]

better yet do both problems at the same time, one with your right hand and one with your left. that'll get the little bastard's attention.That's like the trick James Garfield used to impress people...except he (Garfield) would write in Greek with one hand while writing in Latin with the other.

[fourier jr]

Well, I haven't talked to the professor yet, but I should be at the beginning of this week.

I have some pre-chosen examples the professor wants me to go through, and so on.

Yeah, I'm not going to use the solution manual. Only for correcting homework because I can't solve every problem there is. I have a life.

if you think you know how to do all the problems, try to do them as fast as you can (with no mistakes of course). there's a lady at my old university who teaches the 1st year calculus courses there & she noticed some typos in the key in the back of the edwards/penney book they use so she solved every problem in the sections she was going to cover in the courses she taught. the girl/woman/etc who told me said it took this instructor ~4 1/2hrs. i think if you treat it as 'pulling teeth' it would take much longer than that. i'm a bit rusty with that stuff but i think after a couple problems from each section i'd be 'in a groove' & the rest would be pretty easy. same with linear algebra or any other subject.

re: rum/coke i think canada's 1st prime minister john a macdonald used to drink gin in the house of commons because it looked like water. i don't know if it was to calm his nerves or because he was an alcoholic. maybe a bit of both. :confused:

re: girls i can see how they could be a major problem. 28-yr-old grad students probably have godlike rockstar status to most 20-year-old students. :tongue: :devil:

[tribdog]

I can sort of do that. I write in english with my right hand and in mirror image english with my left.

[tribdog]

I was actually thinking of making my own problems so that they can't just look at the back of the book for a solution or a very similiar problem in the chapter. This should challenge them more.
bad idea. the solution or a similar problem's solution is there for a reason. I'm not a teacher, but I think that being able to check the solution is important, and there isn't a better way to learn something than using a similar problem to see how to come up with a solution

[Moonbear]

I do have a pretty big problem though. I decided that if a student has a question, they have to come up and explain it clearly or as best they can. I'm hearing impaired, so I have no choice in this regard.
I'd suggest you explain your reason for that right up front, so they don't think you're just a big...you can fill in the word there. It'll be good to challenge them to stand up and speak clearly, something too many students don't do well at all, but it'll make it easier if they understand there's a reason that it's really important in your case.

[FrogPad]

I wish my TA for recitation this semester put in 0.0001% of the effort you seem like you are going to put in.

My TA hands out a quiz, tells us we can leave if we want, and then goes over the homework that is due. He's smart, but doesn't really seem like he gives two craps about the class. He also usually just holds the solution (that he did, or got from the solution manual) with him while he writes fragments of it on the board.

[tribdog]

I wish my TA for recitation this semester put in 0.0001% of the effort you seem like you are going to put in.

I was sort of thinking the same thing. I was thinking it sort of funny and cute to see how important he views the position. It's a common trait, I think, at his age and a good attitude to have, hopefully he can keep it everytme he has a job to do.

[Moonbear]

I agree, the quality of education is so much better when someone is teaching because they really want to do it and it's something they enjoy; that's not always the case with TAs, some are only doing it to earn a stipend to pay the bills.

[JasonRox]

bad idea. the solution or a similar problem's solution is there for a reason. I'm not a teacher, but I think that being able to check the solution is important, and there isn't a better way to learn something than using a similar problem to see how to come up with a solution

Well, I didn't mean like all my questions are to be like that.

I would say once I know the class got the hang of it. Probably a great way to blend to topics together. I've noticed that some textbooks lack questions that blend the previous chapter into the current chapter.

I probably won't do it because I will not have time. I have to go through the questions the professor wants me to do.

Note: I care because I want to be the good TA. :biggrin:

[scorpa]

I'm always pretty much just happy when I walk in and see my TA can speak english haha. Sounds like you are going to do great Jason, as long the class knows you care and are putting in effort they will respect you and it will go well.

[JasonRox]

I'm always pretty much just happy when I walk in and see my TA can speak english haha.

That's my main focus point. :biggrin:

[JasonRox]

I took over another TA's job. She lost the job because she couldn't speak english and everyone complained about her!

I talked to two of the students. They didn't even plan on showing up at the tutorial. I let them know that I was the TA and that they better be there this week. :smile: I'm sure they will be there too.

[JasonRox]

Ok, I have another issue to deal with.

I know I need to check up with the professor, but she's not around right now. I'll talk to her most likely tomorrow about the issue. It shouldn't be a problem though, but I'm asking because some of you were TA's and I am just curious about what your situation was.

My questions was...

Am I allowed to tutor?

I do know people in the class, and those that I know clearly understand that I can not help with the assignments. I asked the professor about that and it seems to be my only restriction thus far, which makes complete sense! Yet, I put a bigger restriction on this issue because most TA's practically give out the answers. I don't even tell them how to start where other TA's solve atleast all of it but the last line! So, I'm good in this respect.

I volunteered to tutor this one girl in my class. I haven't started tutoring her yet. I helped her a bit, but only in terms of the concepts and clarifying what the assignment is asking for. My response to questions relating to how to start a problem is basically read the section or basically I don't know. That's basically it.

Keep in mind that I said volunteer, so I get no compensation for this besides learning how to teach I guess. I figured getting compensation might lead to problems like money for answers, etc...

The only problem I can see is that other students might complain about it. They might think I'm doing her assignments or whatever. Who knows.

Anyways, let me know what you think.

Some of you have been TA's, so did you tutor for that class?

[tribdog]

I didn't TA, but my gut feeling is if you want to tutor someone tutor them. If other students complain tell them to shut up and quit being crybabies. I can't believe anyone would complain anyway, unless you are TAing a bunch of 1st graders.

[Bystander]

If you tutor one, you'd best be prepared to tutor any who ask for extra help. You'll be happier in the long run if you state a one-on-one time limit up front, and be damned sure the one-on-one time is taken from the "class time" you're TAing, or done in the grad student "cube farm."

[Cyrus]

Tutor and TA all the women, and tell the guys to get lost. I'd even go so far to say, give all the girls your cell and tell them to call you, whenever they feel like it. <slaps jason on the shoulder>

[JasonRox]

Tutor and TA all the women, and tell the guys to get lost. I'd even go so far to say, give all the girls your cell and tell them to call you, whenever they feel like it. <slaps jason on the shoulder>

I really like that idea. :approve:

I'd be glad to help any of them. o:)

[mattmns]

Tutor and TA all the women, and tell the guys to get lost. I'd even go so far to say, give all the girls your cell and tell them to call you, whenever they feel like it. <slaps jason on the shoulder>
:rofl: Awesome!

[Moonbear]

Ok, I have another issue to deal with.

I know I need to check up with the professor, but she's not around right now. I'll talk to her most likely tomorrow about the issue. It shouldn't be a problem though, but I'm asking because some of you were TA's and I am just curious about what your situation was.

My questions was...

Am I allowed to tutor?

I do know people in the class, and those that I know clearly understand that I can not help with the assignments. I asked the professor about that and it seems to be my only restriction thus far, which makes complete sense! Yet, I put a bigger restriction on this issue because most TA's practically give out the answers. I don't even tell them how to start where other TA's solve atleast all of it but the last line! So, I'm good in this respect.

I volunteered to tutor this one girl in my class. I haven't started tutoring her yet. I helped her a bit, but only in terms of the concepts and clarifying what the assignment is asking for. My response to questions relating to how to start a problem is basically read the section or basically I don't know. That's basically it.

Keep in mind that I said volunteer, so I get no compensation for this besides learning how to teach I guess. I figured getting compensation might lead to problems like money for answers, etc...

The only problem I can see is that other students might complain about it. They might think I'm doing her assignments or whatever. Who knows.

Anyways, let me know what you think.

Some of you have been TA's, so did you tutor for that class?
That doesn't sound like tutoring, but what you're supposed to do as a TA...help the students who need extra help during office hours. As someone else mentioned, though, make sure you're not favoring one student over the others. As long as any of them can come in during your office hours, or by appointment, then it's fine to offer extra help to those who request it.

[Cyrus]

That doesn't sound like tutoring, but what you're supposed to do as a TA...help the students who need extra help during office hours. As someone else mentioned, though, make sure you're not favoring one student over the others. As long as any of them can come in during your office hours, or by appointment, then it's fine to offer extra help to those who request it.

Unless shes cute. o:)

[Yonoz]

I have a friend who's an expert on getting TAs to help her during exams, be it by showing off a bit of cleavage or harrassing them until they tell her what she wants. :bugeye:
I hope you don't encourage this sort of behaviour! :mad:

[Yonoz]

Here's a good tip: don't get high before lectures. Check this out: Video: apparently-baked biz school prof who was soon fired (http://feeds.feedburner.com/~r/boingboing/iBag/~3/28744492/video_apparentlybake.html), especially the mentioned minute 28.

[JasonRox]

That doesn't sound like tutoring, but what you're supposed to do as a TA...help the students who need extra help during office hours. As someone else mentioned, though, make sure you're not favoring one student over the others. As long as any of them can come in during your office hours, or by appointment, then it's fine to offer extra help to those who request it.

There is no office hours as far as I know.

[Severian]

I was going to warn him to check his zipper, teeth and nostrils. and make sure they are up, clean and empty.

I have seen someone give a presentation as part of a job interview with his fly down and his shirt hanging out of it (making it really obvious). He didn't get the job...

[Cyrus]

Here's a good tip: don't get high before lectures. Check this out: Video: apparently-baked biz school prof who was soon fired (http://feeds.feedburner.com/~r/boingboing/iBag/~3/28744492/video_apparentlybake.html), especially the mentioned minute 28.


:rofl: :rofl: :rofl: That guy is WASTED! :rofl:

[Yonoz]

:rofl: :rofl: :rofl: That guy is WASTED! :rofl:They must have some good sh*t in Florida.

[JasonRox]

I didn't have time to talk to the professor today. I saw her though.

Anyways, I'm not favouring students over others. I'm basically willing to help anyone, but for this particular student, I'm tutoring. As far as I know, she never tried to score points or anything of the sort.

Well, I'll be sure to talk to the professor tomorrow.

[shmoe]

It's a bad idea. You will have to be ready to devote the same amount of time to the rest of the class on a private one on one basis or you are favouring her. Not telling the other students that you are willing to do this so they don't ask for private tutoring won't fly when people find out about it later on. Be prepared to spend the rest of your free time tutoring students.

There's also the issue of your union. I'm not sure I remember what university you are at, but I believe it has a union for TA's and sessional instructors? They can get pissy if they find out you are devoting lots of extra time and not getting paid for it. (Right out of the question is getting a student in a course you are TAing to pay you for private tutoring, this is abusing your position and probably explicitly prohibited by your department).

This may make me sound like an uncarring bugger, but really I'm not. I never really worried about whether the time I spent in a course equalled the time I was getting paid for. Sometimes no one would show up for math aid centre and i'd get paid to do my own work for an hour. sometimes it would be very busy and I'd stay an hour extra without getting paid. It may have balanced out in the end, but it's more likely I've ended up giving time. But starting to give extra tutoring hours to individual students (or even small groups) is setting yourself up for a host of problems.

[JasonRox]

It's a bad idea. You will have to be ready to devote the same amount of time to the rest of the class on a private one on one basis or you are favouring her. Not telling the other students that you are willing to do this so they don't ask for private tutoring won't fly when people find out about it later on. Be prepared to spend the rest of your free time tutoring students.

There's also the issue of your union. I'm not sure I remember what university you are at, but I believe it has a union for TA's and sessional instructors? They can get pissy if they find out you are devoting lots of extra time and not getting paid for it. (Right out of the question is getting a student in a course you are TAing to pay you for private tutoring, this is abusing your position and probably explicitly prohibited by your department).

This may make me sound like an uncarring bugger, but really I'm not. I never really worried about whether the time I spent in a course equalled the time I was getting paid for. Sometimes no one would show up for math aid centre and i'd get paid to do my own work for an hour. sometimes it would be very busy and I'd stay an hour extra without getting paid. It may have balanced out in the end, but it's more likely I've ended up giving time. But starting to give extra tutoring hours to individual students (or even small groups) is setting yourself up for a host of problems.

Exactly what I was looking for. I know about the risks though. I just wanted someone who has been a TA to give me some opinions based on experience.

I'll probably end up opting out though.

That's just the way the world turns.

[Moonbear]

Yeah, if it's personal tutoring, and not something you'd offer to all the students, then it'll be considered favoritism.

If you know someone else who's a good tutor in the subject who is not a TA, you can recommend that person to this student. I also wouldn't see a problem with you deciding to hold office hours, even if they're not required (bah to the union if they have a problem with it...they're clueless about how many hours people really put into teaching anyway...they only counted the time I was physically in the classroom when I was forced to be part of one as a TA), but it would have to be something you offered to everyone in the class.

[JasonRox]

Yeah, if it's personal tutoring, and not something you'd offer to all the students, then it'll be considered favoritism.

If you know someone else who's a good tutor in the subject who is not a TA, you can recommend that person to this student. I also wouldn't see a problem with you deciding to hold office hours, even if they're not required (bah to the union if they have a problem with it...they're clueless about how many hours people really put into teaching anyway...they only counted the time I was physically in the classroom when I was forced to be part of one as a TA), but it would have to be something you offered to everyone in the class.

I'm getting paid like 7-10 hours a week, for only 1 hour of class time. That's pretty sweet.

I prefer to tutor. You can really get the subject across.

Anyways, she'll understand.

[shmoe]

...I also wouldn't see a problem with you deciding to hold office hours, even if they're not required (bah to the union if they have a problem with it...they're clueless about how many hours people really put into teaching anyway...they only counted the time I was physically in the classroom when I was forced to be part of one as a TA), but it would have to be something you offered to everyone in the class.

They will find out about it, your students tell students in other tutorials, those students tell their TA's ("why can't you do...blah..for is?"), those TAs tell other TAs, it gets to the union rep in your depatment, etc. Doing something that out of the ordinary will get around, it's not like spending an extra 10 minutes after class to answer some questions. It depends on how militant the union is on what happens next. I know I've had TA orientations where we were explicitly told by the course instructors to not have office hours because they didn't want to deal with the union when they found out (my union was such that they would make it the course instructors problem).

It depends on many factors, Jason should still talk to his prof. about it of course and see what she thinks.

[shmoe]

I'm getting paid like 7-10 hours a week, for only 1 hour of class time. That's pretty sweet.

That seems like alot! What's the rest of the hours for? Some prep time presumably, invigilating exams, the rest marking?

typical courses I've done have been ~6 hours per week for a course that had 2 hours of tutorials + 1 hour of prep time (the tutorials would be the same material, 2 sets of students 1 hour per week) and 3 hours for marking/invigilating that was spread out over the year, i.e. all rammed into the mid term and final periods.

[JasonRox]

That seems like alot! What's the rest of the hours for? Some prep time presumably, invigilating exams, the rest marking?

typical courses I've done have been ~6 hours per week for a course that had 2 hours of tutorials + 1 hour of prep time (the tutorials would be the same material, 2 sets of students 1 hour per week) and 3 hours for marking/invigilating that was spread out over the year, i.e. all rammed into the mid term and final periods.

Yeah, I got one tutorial hour. I have 3 assignments to correct for the year and a midterm. I'll probably be doing some of the final exams, but I get paid extra for that. Probably like $100 bonus or something.

I guess the hours are for prep time and such. I do read the chapters and do all the problems myself. I find it important to know where to look for answers, especially if a student is curious to know how to do something or whatever. I know the textbook pretty well, so well that I know where to find specific theorems and problems! :shy:

My first class went great. I got compliments from students saying they really like me, so that's really good news.

As for the tutoring thing, I talked to the TA coordinator (faculty member) and she said I'm allowed to tutor people. She said there has been no problems in the past, and the choice is up to me. So, I'm up for it.

A student did find out, but I'm not sure if she cares though. She might actually just be jealous. :redface:

Note: For the salary/hours, I get paid $15.70/hour somewhere around there. Apparently it is the lowest in Ontario or it used to be anyways. There is a CBA in January, so maybe that's a raise coming. I'm loving it. Next year, I'll TA two courses, and then I won't have to work outside of class, which is sweet.

[Moonbear]

They will find out about it, your students tell students in other tutorials, those students tell their TA's ("why can't you do...blah..for is?"), those TAs tell other TAs, it gets to the union rep in your depatment, etc. Doing something that out of the ordinary will get around, it's not like spending an extra 10 minutes after class to answer some questions. It depends on how militant the union is on what happens next. I know I've had TA orientations where we were explicitly told by the course instructors to not have office hours because they didn't want to deal with the union when they found out (my union was such that they would make it the course instructors problem).

It depends on many factors, Jason should still talk to his prof. about it of course and see what she thinks.
And people wonder why I hate unions? It shouldn't be against the law to go the extra mile for your students if you're willing to do so. The union should be there to protect you from being required to work unpaid hours, but if you're willing to do it out of your own concern for the students, the union should be told to shove off.

Where were you a TA that other TAs would report stuff like that to the union? When I was a TA, we all scoffed at the union and were pissed that they deducted money from our paychecks whether we wanted to be a part of it or not. There was some minimum amount they deducted no matter what, and if you officially "joined" then they deducted more...we didn't really think that was helping us much. The only people who were actually "into" the whole union thing were the technicians, because they wanted to be sure they could just drop everything and walk out the door at 4 pm when their work day ended. :rolleyes:

[JasonRox]

And people wonder why I hate unions? It shouldn't be against the law to go the extra mile for your students if you're willing to do so. The union should be there to protect you from being required to work unpaid hours, but if you're willing to do it out of your own concern for the students, the union should be told to shove off.

Where were you a TA that other TAs would report stuff like that to the union? When I was a TA, we all scoffed at the union and were pissed that they deducted money from our paychecks whether we wanted to be a part of it or not. There was some minimum amount they deducted no matter what, and if you officially "joined" then they deducted more...we didn't really think that was helping us much. The only people who were actually "into" the whole union thing were the technicians, because they wanted to be sure they could just drop everything and walk out the door at 4 pm when their work day ended. :rolleyes:

Well, I don't want to comment on the union because I just started. I have no idea if they are good or not. It really depends.

I'm just happy that it was a professor that recommended me. That in itself is awesome. Looks great for graduate school and the NSERC Award I'm going to pursue. :biggrin: No more working at the grocery store. :surprised

[JasonRox]

Anyways, I want to thank all the members who contributed so far. I hope all goes well.

Note: I have another dilemma that I will hold for next week.

[shmoe]

And people wonder why I hate unions?

For the most part, I agree! Our union consistently made demands I felt were totally unreasonable. They seem to think you should be able to support a family while working 6-8 hours per week as a TA (honestly! the benefits they ask for!). While most of the department wouldn't really care, the union reps leaned on the militant side and would make a fuss if they caught wind. Unusual TA things tend to get around, not necessarily intentionally.

the union is ideally there for the TAs protection. There are enough cases where TAs are treated very unfairly and having a union to back you is a good thing. They do go overboard easily though.

I can't say that the union did nothing for me. During my undergrad I made something like $7 hour to TA, grad students at the time something like $9 (they formed a union a year or two after I left). By comparison the people operating the cash machines in the cafeteria, who were unionized, made $15/hr. It wasn't that I thought I should be making that much, but I felt TAs were more irreplacible than cash machine operators (we certainly had more qualifications) and I would have been happy if their salary was lowered. The union where I am now, we make more than the cafeteria workers, so I'm content about that.

[shmoe]

My first class went great. I got compliments from students saying they really like me, so that's really good news.

As for the tutoring thing, I talked to the TA coordinator (faculty member) and she said I'm allowed to tutor people. She said there has been no problems in the past, and the choice is up to me. So, I'm up for it.


Sounds good on both accounts!

[Cyrus]

Anyways, I want to thank all the members who contributed so far. I hope all goes well.

Note: I have another dilemma that I will hold for next week.

She's pregnant, oh boy here we go....I told you to stay away from the women.

[JasonRox]

She's pregnant, oh boy here we go....I told you to stay away from the women.

She's stuck with me now. :rofl:

[fourier jr]

what does everyone think of george polya's 10 commandments of teaching:

1. be interested in your subject
2. know your subject
3. know about the ways of learning: the best way to learn anything is to discover it by yourself
4. try to read the faces of your students, try to see their expectations and difficulties, put yourself in their place
5. give them not only information, but 'know-how', attitudes of mind, the habit of methodical work
6. let them learn guessing
7. let them learn proving
8. look out for such features of the problem at hand as may be useful in solving the problems to come - try to disclose the general pattern that lies behind the present concrete situation
9. do not give away your whole secret at once - let the students guess before you tell it - let them find out by themselves as much as possible
10. suggest it, do not force it down their throats

i would say some apply more to teachers at a certain level than other teachers. #6 & 7 might apply more to highschool teachers for example.

[JasonRox]

what does everyone think of george polya's 10 commandments of teaching:



i would say some apply more to teachers at a certain level than other teachers. #6 & 7 might apply more to highschool teachers for example.


Good rules to follow.

I noticed professors following the number 9 rules as well as textbooks too.

[Moonbear]

fourier, that's all good advice!

One thing that's always worth including...challenge them! Not every student will be up to the challenge, but for those who are strong students, including some real challenges will keep them from getting bored, and it's wonderful to see who will meet the challenge.

[JasonRox]

fourier, that's all good advice!

One thing that's always worth including...challenge them! Not every student will be up to the challenge, but for those who are strong students, including some real challenges will keep them from getting bored, and it's wonderful to see who will meet the challenge.

I agree once again.

I definitely ask them questoins during the class to get them thinking. It seems like some of them like that. So, I'm going to continue that trend.

[fourier jr]

I agree once again.

I definitely ask them questoins during the class to get them thinking. It seems like some of them like that. So, I'm going to continue that trend.

one thing polya wrote in the text (the 10 commandments are just in a box) was that he thinks one way to make sure the class pays attention is to make them guess the conclusion of a theorem. that way they have to stay awake to see if their guess works out or not. he really stressed what he called 'active learning' in other words, get the students to do as much by themselves (as is feasible).

[Mk]

Having them teach each other is a good tactic on it's own too, you can sit in the back and drink while the class teaches itself. You can also sneak out the back quietly in case the student at the board falls victim to one of the many dangers at the front of the room.
Ahhh, the good life. :approve:
My response to questions relating to how to start a problem is basically read the section or basically I don't know. That's basically it.
Basically. :tongue:
They must have some good sh*t in Florida.
You're damn right!

[JasonRox]

Ok, now we have a jealous girl in the class.

So, I'm going to do a tutor session thing where they can all come at the same spot, at the same time.

Anyways, the professor got e-mails saying that I was good, so that's a bonus!

[Cyclovenom]

Ok, now we have a jealous girl in the class.

So, I'm going to do a tutor session thing where they can all come at the same spot, at the same time.

Anyways, the professor got e-mails saying that I was good, so that's a bonus!

I didn't want to say anything, but man tutoring that girl was asking for problems, now you got to tutor them all!. The same happened to me, next time be more careful.

[Danger]

I must admit that I haven't read this thread because I didn't think that I had anything to contribute. I will, however, say this... teach the way that you would want to be taught.

[JasonRox]

I didn't want to say anything, but man tutoring that girl was asking for problems, now you got to tutor them all!. The same happened to me, next time be more careful.

You were so suppose to say something. :tongue2:

Nah, it's all good. I'm just grouping them all in one group. If anyone wants extra time, just join the group.